中国当代公共话语中的中小学教师形象研究

Understanding School Teachers’ Images in China’s Public Discourse

公共话语中的教师形象反映了教师的社会属性及其变迁。本研究综合运用话语分析和内容分析的质性研究方法,考察2010—2017年我国公共话语中的中小学教师形象及其建构。公共话语语料取自官方文件、报刊、影视作品、门户网站、微信公众号等五类来源,总计193万余字。数据分析发现:(1)公共话语中建构了道德形象、职业形象、专业形象三类教师形象,但并没有形成一个整合的形象系统,导致教师形象体现出分裂性特征;(2)正面形象和负面形象的建构过程存在明显差异,集中体现在事件、价值和隐喻三个重要因素不同的介入顺序。研究结果对积极干预、有效改善公共话语中教师形象的建构有一定的启发意义。

Understanding school teachers’images in public discourse enables us to better understand teachers’changing social characteristics as a profession.This study examined school teachers’images,analyzing their construction in public discourse produced in eight consecutive years(2010-2017)in China.Discourse analysis and content analysis were used as a qualitative approach to analyzing a dataset of 1.93 million Chinese characters collected from five sources,including governmental documents,periodical publications,films and TV works,portals,and WeChat official accounts.Data analysis revealed that teachers’general image seems to disintegrate,breaking into three types of images pertaining to their moral conduct,career life,and professional competency.It was also found that public events,value identification,and metaphorisation provide necessary condition constructing,although positive image construction and negative image construction are mediated in different ways by these conditions as they emerge in different sequences in public discourse.Implications are then discerned regarding how teachers’images should be improved via language policy initiatives to regulate and manage public discourse.